EDEE 640
Language Arts for the Elementary School Teacher
Syllabus Fall 2007
3 Credit Hours
Syllabus Fall 2007
3 Credit Hours
Meeting Time and Place: Thursdays, 4:00-6:45pm, Education Center room 217
Instructor's Name: Dr. Mary E. Blake Jones
Office Hours: Mondays and Wednesdays 2:00-4:30pm
*Other times by appointment
Office Location: 86 Wentworth Street, Room 321
Office phone/Fax/Email: 953-8042 or 953-5613/953-5407 blakem@cofc.edu www.cofc.edu/~blakem
Course Co-requisites: Enrollment in EDEE 645 Graduate Field Experience
Course Description: The course explores the nature of language, its functions within language settings and its development within cultures and individuals. The impact of family, community, and dialect upon communication will be investigated. The role of story in helping children to communicate effectively is a component of this program. The course also outlines the role of language in developing reading, writing, viewing, and computing skills needed to survive in today’s world At the heart of this course are the following principles of action:
1) intellectual curiosity and rigor;
2) reflective, research-based practice;
3) collaboration and consensus building;
4) field-oriented service and community outreach;
5) cultural sensitivity and understanding.
Course Text/Materials:
Otto, B. (2006). Language development in early childhood (2nd edition). Upper Saddle River, NJ: Merrill Prentice Hall.
Power, B., & Hubbard, R. (2002). Language development: A reader for teachers (2nd.edition). Upper Saddle River, NJ: Merrill Prentice Hall
Strunk, W., & White, E. B. (latest edition). The elements of style. New York: MacMillan
E-reserve readings available through the library and WebCt.
Course Objectives: All teacher preparation programs in the School of Education (SOE) are guided by a commitment to Making the Teaching Learning Connection through three Elements of Teacher competency which are at the heart of the SOE Conceptual Framework: 1) understanding and valuing the learner, 2) knowing what and how to teach and assess and how to create an environment in which learning occurs, and 3) understanding themselves as professionals. These three competencies underlie all learning and assessment in this course; they help you develop the knowledge, skills, and dispositions necessary to become an effective teacher.
UNDERSTANDING AND VALUING THE LEARNER
1. Define and defend personal and class definitions of language (INTASC 1; NAEYC 1; SOE Standards I & II).
2. Compare and Critique the models of language acquisition as well as the many theories concerning language development (INTASC 1; NAEYC 1; SOE Standards I & II).
3. Explore the impact of family and community upon language development and implement ways to include families and local communities within the classroom (INTASC 1, 5c; NAEYC 1, 2; SOE Standard V).
4. Describe how language instruction should be aligned with the patterns of child growth and development (INTASC 1; NAEYC 1; SOE Standard 1).
KNOWING WHAT AND HOW TO TEACH AND ASSESS AND HOW TO CREATE AN ENVIRONMENT IN WHICH LEARNING OCCURS
1. Match competencies necessary for appropriate language and reading development with required standards (INTASC 2b; NAEYC 4b; SOE Standard II).
2. Recognize the impact of differing language patterns and dialects upon language use and success in school (INTASC 1 & 3a, 3b; NAEYC 1 & 4a, 4; SOE Standards I & III).
3. Recognize the importance of story/narrative in communication within every culture and every classroom (INTASC 1, 3b, & 5b, 5c; NAEYC 1, 4, & 2; SOE Standards III, V, VII).
4. Appreciate personal storytelling as an effective teaching tool for communication with students and parents and for incorporating the local community within the classroom (INTASC 1, 3b, 5b, 5d; NAEYC 1, 4, 5, 2; SOE Standards III, V, VII).
UNDERSTANDING YOURSELF AS A PROFESSIONAL
1. Model effective use of the English language (INTASC 1, 2b; NAEYC 1; SOE V ) .
2. Evaluate changing self-perceptions about language use in teaching and learning (NCATE 5; NAEYC; SOE Standards I, IV, V, VI, VII).
3. Collaborate and cooperate with other course participants in class and in the evaluation of course projects (NCATE 5; NAEYC 5; SOE Standards I, II, III, IV).
4. Use technology to optimize instruction (NCATE 5; NAEYC; SOE I, II III, V).
Description of Projects/Assignments:
A. Independent Study:
Included in this aspect of each week's work are the following activities:
1. Read the appropriate textbook chapters for the week's topic. These are required readings, which constitute the minimum amount for all students. The three Proficiency tests will include these basic readings.
2. Read selected readings on e-reserve.
B. Class Assignments:
1. Language Development Theorist Presentation
In groups students will research each of the major theorists with regard to language development. Each group will produce a short paper outlining the major points that the theorist made regarding language development. They will also produce media and class handouts. Theorists to be included are Piaget, Vygotsky, Bruner, Halliday, Heath, Chomsky, Skinner, and Goodman. A grading rubric will be provided prior to writing this project.
Due:
2. Language Autobiography
Language and story are central to culture, community, family, and personal lives. Therefore, each EDEE candidate will complete a project documenting the significant role both these elements have played in shaping his or her life through family, community, and culture (5 pages). As part of this project each student must select a children’s book that is representative of his or her family culture and present it to the class during our discussion of dialect and culture. Due: October 26
C. Examinations
There will be three Exams in this course. An initial test, a midterm, and a final exam. These exams will cover all the material in the readings, course activities, and associated field experiences.
D. Field Experience Assignment
Each student in EDEE 640 must also be enrolled in EDEE 645. Each EDEE 640 student will be expected to maintain Field Notes for each field visit. Each observation entry should include: time and date of observation; the sequence of events observed; the physical environment, a description of at least one significant episode in the classroom, and an emphasis on the language use, language development, language settings, language functions, or language interaction in the classroom. The best way to do this is to record as many direct quotes of language as possible. After the completion of the experience a written analysis will be due for each level (Early Childhood, Elementary, Middle). I will provide the forms and further directions to do this as the semester progresses. Each final paper will be 2 pages. Due: To Be Determined
Course Requirements:
A student's grade will be determined by the following criteria:
For a "C" grade:
1. Attend class regularly. Attendance will be taken.
2. Make a satisfactory grade (77-83) on each of the 3 tests on content.
3. Complete all Class and Field Experience Assignments.
For a "B" grade
1. Complete all requirements for a "C".
2. Pass each of the 3 tests. Average of the tests needs to be 84% comprehension.
3. Demonstrate comprehensive work for all assignments.
4. Participate positively in classroom discussions.
For an "A" grade
Complete all requirements for a "C" and a "B" in an outstanding manner.
Evaluation Scale:
A= 93%
A-= 91%
B+= 89%
B = 86%
B-= 84%
C+= 82%
C = 79%
C-= 77%
D+= 75%
D = 72%
D-= 70%
Evaluation Criteria:
First Test 100 points
Second Test 100 points
Final 100 points
L. Theorist Paper/Presentation 60 points
Language Autobiography Paper 100 points
Fieldwork Notes Paper 40 points
Any of the above assignments may be submitted to your Live Text portfolio.
Total 500 points
Honor System:
This class falls under the Honor System and any violation of the Honor System will result in going before the Honor Board.
Accommodations: In compliance with the Americans with Disabilities Act (ADA) all qualified students enrolled in this course are entitled to “reasonable accommodations.”
Please notify the instructor during the first week of class of any accommodations needed for the course.
Another requirement is demonstration of the SOE dispositions as they relate to this course.
| SOE Disposition | How they are expressed in this course |
| Belief that all students can learn Value and respect for individual differences Value of positive human interactions Exhibition and encouragement of intellectual curiosity, enthusiasm about learning, and willingness to learn new ideas
Dedication to inquiry, reflection, and self-assessmentValue of collaborative and cooperative work Sensitivity toward community and cultural contexts Engagement in responsible and ethical practice Development of professional mastery over time |
Participation and attitudes expressed about students and learning Inclusion in projects and logs Participation in class and discussions Participation in class and group discussions; performance on tests and projects Performance on tests and logs; participation in class and group discussions Participation in class and group discussions; careful critiquing of others’ work Inclusion in all Projects Performance on all tests and projects Performance over time in class and through projects |
EDEE 640
Questions and concerns may be addressed to blakem@cofc.edu